The effects of case‐based learning on early childhood pre‐service teachers' beliefs about the pedagogical uses of ICT

Abstract The study examined the extent to which case‐based learning could have an effect on pre‐service teachers' beliefs about the pedagogical uses of ICT in the classroom. One hundred second year early childhood pre‐service teachers enrolled in an ICT course participated in the study. Research data were collected with a questionnaire, reflection papers, course evaluations and focus interviews. The findings showed that initially the majority of pre‐service teachers had negative beliefs and certain misconceptions regarding the pedagogical uses of ICT and that case‐based learning effected their beliefs and conceptions. Future research studies should examine the extent to which a case‐based learning approach for the teaching of ICT in pre‐service teacher training can actually have an effect on appropriately integrating ICT into real classroom practices. Notes Department of Education, University of Cyprus, P.O. Box 20537, Nicosia 1678, Cyprus. Email: cangeli@ucy.ac.cy In this study the term ICT is used broadly and includes the Internet, the World Wide Web and all types of educational software. Additional informationNotes on contributorsCharoula Angeli Footnote* Department of Education, University of Cyprus, P.O. Box 20537, Nicosia 1678, Cyprus. Email: cangeli@ucy.ac.cy